Examining Deep Learning's Effects on Critical Reading and Self-Regulation in Female EFL Students
DOI:
https://doi.org/10.33948/JRLT-KSU-5-1-1Keywords:
critical reading, deep learning, higher education, self-regulation, Saudi universityAbstract
This study investigated the impact of deep learning-based instructions on critical reading skills and self-regulation among freshman English learners at Imam Mohammed bin Saud Islamic University (IMISU). The research involved eighty Saudi female university students studying English as a foreign language (EFL) at IMISU. The students were divided into an experimental group, which received deep learning-based instruction, and a control group, which followed traditional classroom methods. The study employed a mixed-methods research design, collecting quantitative data through critical reading and self-regulation questionnaires, as well as a posttest. Qualitative data was gathered through class observations. The results indicated that the experimental group outperformed the control group in the posttest, and the self-regulation and critical reading questionnaires yielded positive outcomes. The study concludes with pedagogical implications and recommendations for further research.
